1. Reasonable Accommodations In Higher Education
Mary Helen Walker, MA, NCC, NCLPC
Chair, NCAHEAD Educational Outreach Committee Director, Disability Support Services
The University of North Carolina at Pembroke

2. Reasonable Accommodations in Higher Education

3. Reasonable Accommodations in Higher Education
What is a reasonable accommodation?
Level the Playing Field
Access to All Programs, Curriculums, and Services
Case Law Supported

4. Reasonable Accommodations in Higher Education
How are reasonable accommodations determined?
Association of Higher Education and Disabilities (AHEAD)
Connection between the Disability and Requested Accommodation
Determining if the Accommodation Gives an Unfair Advantage?

5. Reasonable Accommodations in Higher Education
Who is responsible for identifying and documenting a need ?
Student Must Identify and Request Services
Specialist in Disability Area Documents Disability
Specialist Recommends Accommodation
Institution Approves Accommodation and Recommends to Instructor

6. Reasonable Accommodations in Higher Education
What related services are mandated ?
Institution Provides Physical, Academic, and Program Access
Related Services Responsibility of the Family

7. Reasonable Accommodations in Higher Education
Who is responsible for providing access to accommodations ?
Institution Provides Access to Classroom and Classwork
Student Responsible for Access to Homework

8. Typical Accommodations
Note takers
Scribe
Alternative Testing
Separate testing room
E-text
Voice Activated Software
Assistive Listening Devices
Sign language and oral interpreters
Zoomtext
Schedule modifications
**These accommodations are not automatic. Each student must qualify for each accommodation.

9. How High-School Students with Disabilities Can Prepare to Successfully Make the College Transition
Self Advocacy Skills
Does the student know his/her rights under the ADA and Section 504 of the Rehabilitation Act of 1973?
Does the student know how to ask for help?
Can the student articulate impact of disability on course subject matter?
Does the student feel comfortable talking about his/her disability?
Does the student know how to approach instructors for requested accommodations?

10. How High-School Students with Disabilities Can Prepare to Successfully Make the College Transition
Understanding of the Disability
Is the student’s documentation/assessment data
current?
Can the student tell you his/her diagnosis?
Does the student know what his/her strengths or
weaknesses are as a result of the diagnosis?
Is the student able to tell others about the disability
as it impacts the academic environment?

11. How High-School Students with Disabilities Can Prepare to Successfully Make the College Transition
Specific Accommodations Needs
Does the student know which accommodations have worked in the past and which were not a success?
Is the student aware of the myriad accommodations that are available?
Is the student aware of appropriate Assistive Technology programs?

12. 4 Key Questions to Answer
What is the disability?
What is needed for an accommodation(s)?
Why is the accommodation(s) needed?
Does the documentation support the accommodation(s)?

13. Guide to Find Answers
Here is a guide to reasonable accommodations at the postsecondary level:
cs/accommodations/2013-Disability- Accommodations-Guide.pdf